Classroom goal structure, student motivation, and academic achievement.
about
A Review of Self-regulated Learning: Six Models and Four Directions for Research.Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trialIdentifying achievement goals and their relationship to academic achievement in undergraduate pharmacy students.Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhoodTeacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.Teacher enthusiasm: a potential cure of academic cheatingSocial justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices.Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning.Goal orientations of health profession students throughout the undergraduate program: a multilevel study.Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions.Beyond Performance: A Motivational Experiences Model of Stereotype Threat.From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest.Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields.Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64.The use of feedback in education: a complex instructional strategy.Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.Motivation to learn: an overview of contemporary theories.Genetically-mediated associations between measures of childhood character and academic achievement.Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.Reading Achievement, Mastery, and Performance Goal Structures Among Students With Learning Disabilities: A Nonlinear Perspective."To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades.Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback.The unique and interactive contributions of peer victimization and teacher-child relationships to children's school adjustment.Teachers' feeling of belonging, exhaustion, and job satisfaction: the role of school goal structure and value consonance.Individual and social risk factors related to overt victimization in a sample of Spanish adolescents.Personal goals as predictors of intended classroom goals: comparing elementary and secondary school pre-service teachers.Achievement goal profiles and developments in effort and achievement in upper elementary school.3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School.Study strategies and beliefs about learning as a function of academic achievement and achievement goals.University Students' Emotion During Online Search Task: A Multiple Achievement Goal Perspective.Impression management and achievement motivation: Investigating substantive links.Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools.The mediating role of internet connection, virtual friends, and mood in predicting loneliness among students with and without learning disabilities in different educational environments.A cluster analysis on students' perceived motivational climate. Implications on psycho-social variables.Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q).Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables.Performance goals in conflictual social interactions: towards the distinction between two modes of relational conflict regulation.Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals.Changes in achievement goals and self-concept in the early months of junior high school.
P2860
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P2860
Classroom goal structure, student motivation, and academic achievement.
description
2006 nî lūn-bûn
@nan
2006年の論文
@ja
2006年学术文章
@wuu
2006年学术文章
@zh-cn
2006年学术文章
@zh-hans
2006年学术文章
@zh-my
2006年学术文章
@zh-sg
2006年學術文章
@yue
2006年學術文章
@zh
2006年學術文章
@zh-hant
name
Classroom goal structure, student motivation, and academic achievement.
@ast
Classroom goal structure, student motivation, and academic achievement.
@en
type
label
Classroom goal structure, student motivation, and academic achievement.
@ast
Classroom goal structure, student motivation, and academic achievement.
@en
prefLabel
Classroom goal structure, student motivation, and academic achievement.
@ast
Classroom goal structure, student motivation, and academic achievement.
@en
P2093
P1476
Classroom goal structure, student motivation, and academic achievement.
@en
P2093
Eric M Anderman
Judith L Meece
Lynley H Anderman
P304
P356
10.1146/ANNUREV.PSYCH.56.091103.070258
P577
2006-01-01T00:00:00Z